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Alba C. Ortega
Literacy Research Summary - Module 2
As an instructional leader, I need an evidence base to support decisions I make
about improvements in literacy programs. Before making such decisions, however,
I must locate the research and determine ways to practically apply it in my school.
In this Application assignment, I will identify and summarize research articles that
address the literacy program need that I identified in the Module 1 Analysis. I also will
consider the practical application of the research presented in the articles.
LIT5203 Strengthening Literacy
M. Edu. In Curriculum and Instruction

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Introduction
Monitoring my school literacy program is a methodical procedure of inspecting
students' reading development and educators' teaching approaches satisfactory to
increase learners' reading accomplishment. Some observing attempt has three simple
mechanisms that are: gathering data on a methodical foundation, investigating and
assessing that data, and acquiring act to progress learner functioning (Richards, 1988).
These mechanisms might be headed by additional actions, such as controlling breaches
in preparation and pronouncing inquiries on which to emphasis the supervising.
I believe that observing is an endless process. When educators observe the
school's literacy program, they preserve an attentive eye on learners' accomplishment
and achievements in reading behaviors. They gather literacy attentive measurement
data, together with a consistent test that is managed beneath consistent or measured
circumstances that stipulate wherever, once, in what manner, and for how long students
may answer to the inquiries. Consistent tests must encounter satisfactory values for
practical in structure, management, and usage. Also these tests must present
substitute measurements such as examples of students' handiwork and comments of
learners' reading performance and presentation. They additionally observe outside
measurement data to student's approaches with respect to reading, explanations from
relatives, and any other evidence that discards light on whether the objectives of the
literacy program are being encountered. Subsequent, they revise and examine this data
to control the importance of numerous components of the literacy program and how well
these components nurture learners' achievement. In conclusion, they make alterations

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in parts that requisite progress. Subsequently the sequence of observing commences
over again.
Supervising a literacy program demands a procedure for following and assessing
existing measures and results. As teachers, we need to recognize what is effective,
what isn't, and how fine learner' strengths are being reinforced. Program observing
across the measurement, and later assessment, of teaching approaches and learner
knowledge is indispensable. It helps knowledgeable choice making in the classroom
and school, and it provides to each educator's knowledge.
Strategies
The steps I would take to monitor the literacy program in my school are the
following: Take action to recover student accomplishment. Through this step, we, the
teachers, will apply what we have learned and develop an action plan. The evidence
specified through data investigation and the evidence gathered for the information
center can help us, the teachers, to focus cooperative accomplishment on the
selections most expected to produce positive welfares for learners. The achievement
proposal can incorporate both short term and long term proceedings. The designated
activities can be manipulated by the school's literacy purposes for all learners and can
be constructed on best teaching attempts, investigation, and present collected works on
literacy. Proceedings can emphasis on program and teaching and can be detailed.
Since us, the teachers have been concerned in the continuing supervising development,
we comprehend the significance of taking achievement and we are enthusiastic to
execute particular alterations into our daily instructions and doctrine approaches. I

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believe that the accomplishment plan requests to incorporate methods for learning
application of new programs and approaches of teaching (Calhoun, 1994). Following
the efficiency of the mentioned proceedings maintains the observing sequence.
I believe continuing observing of my school literacy program can be a successful
method to guarantee the ongoing literacy progress of learners. Utilization of the Literacy
Program Evaluation Tool, which summaries the periods in the observing development,
can provide strategies for building level employees to observe learners' reading
advancement and educators' teaching plans. I believe that when educators are
participating in the observing practice, they continue knowledgeable about learners'
literacy accomplishments relative to school objectives. They are furthermore
enthusiastic to realize development approaches in the classroom. The final
consequence can be a more successful literacy program for all learners.
Objectives
 Observing the school's literacy curriculum can lead to the application of greatest
teaching performs.
 Observing the school's literacy curriculum can lead openings for staff to manifest
on existing performs.
 Observing the school's literacy program should be continuing and combined with
teaching to provision knowledge.
 Observing the school's literacy program can happen as a review procedure.

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 Evidence about learners' reading advancement, assets and faintness of the
literacy program, and educational efficiency can be collected from an extensive
diversity of bases, not just from regulated exams.
How Can I apply what I have learned in the research to resolve the literacy need at my
school?
I feel the following strategies would work in my school. The literacy board and
classroom educators could take the subsequent steps to observe and assess the
school's literacy program.
My Suggestions to the Literacy Group:
 Work with teachers to fabricate evidence assistance about literacy by reviewing
current enquiry, best scheme, and examples of schools with excellent literacy
curriculums.
 Work with educators to categorize literacy criterions for learners, such as the
Continuum of Children's Development in Early Reading and Writing for students
in preschool throughout second grade.
 Work with educators to recognize influences in the school that influence learner
accomplishment in education to read.
 Controlling an essentials evaluation to recognize parts of potency and worry in
the literacy curriculum.

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 Work with educators to express emphasis queries to influence the supervising
procedure.
 Examine school registers, lead evaluations and conferences, or hold a group
conference on learners' literacy accomplishment. Gather data to respond
recognized inquiries.
 I would establish timelines citation actions to be engaged through data
compilation, and designate parts to make certain the right evidence is
accumulated in a suitable approach.
 Work with educators to improve supervising methods for the classrooms.
 Deliver reassurance and evidence to aid educators supervising events.
 Aid educators examine and review data. Consolidate measurable data into plain
occurrence charts or diagrams with evidence organized by, grade level, class or
school; generate graphs by basically considering examples, results, and pieces.
Classify qualitative data in a strong, simply read organization. Exhibit the results
to school staff.
 Work with educators to improve an accomplishment proposal for executing new
literacy approaches in the schoolroom.
My Suggestion to Educators:

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 To recognize that the most valuable form of reading assessment reflects current
understanding about the reading process.
 To when reflecting about the kinds of data to gather, be certain to select or
design assessments that elicit established outcomes.
 To practice many methods of learner evaluation, such as portfolios, subjective
records (The teacher observes and then records a child's actions and work
throughout the day while the activities are occurring. The recording is informal
and typically is based on notes or a checklist with space for writing comments. It
is done only when appropriate and is not forced; in fact, there may be days
between entries, and presentation assessment (This type of assessment,
students are asked to perform a complex performance task or to create a
product. They are assessed on both the process and the end result of their
work).
To change approaches for monitoring and documenting like:
I. Narratives- efforts to document as much as imaginable of what happens within
the emphasis of the comment.
A. Diary report --a sequential evidence of individual student's
comportment, made after the performance happens; used to deliver data
about students whose actions the educator needs to comprehend more
completely. Exemplars: violent, evading, obedient, troublesome,
submissive, reserved conduct in particular kinds of relational

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circumstances; ways of involving materials and/or interrelating with others
in indicated learning actions.
B. Subjective evidence --an explanatory description, documented after the
comportment happens; used to feature precise conduct for student's
reports and for educators' projection, conferencing, etc.
C. Running record--a consecutive evidence over a specified time, logged
while the comportment is happening; used to record what students are
doing in the precise condition (with an emphasis on social or pre-
educational / educational activity); used for educators' preparation for
persons or groups.
D. Example explanation -- comprehensive records on a recognized
condition, logged while the performance is happening; frequently with the
assistance of video or audio tapes; used to determine cause-and-effect
relations in specific student's performances, to examine classroom
organization, etc.
E. Record or journal--a logging of short features about each student in the
group, frequently made after the comportment happens; used to explain
the position and development of every student in the group over time.
Description archives constructed on remarks have the recompenses of being
adaptable, and they can deliver a variety of data about students and the
curriculum. They are overwhelming to both document and understand.

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II. Time Sample- a comment of what occurs within a given period of time, hinted
with tallies while the performance is happening; used to record the occurrence of
specific performances.
III. Result Example - a remark of an occurrence that has been clear in
development and what happens before and after, documented momentarily while
it is capturing; used to monitor and document student's social individual relations
with the educator and other students as a basis to plan needed intermediations.
 With the assistance of the literacy board, consolidate and examine the data
gathered. Look for examples, tendencies, and areas of concentration and
limitation. Regulate clarifications for these outcomes.
 To recognize main areas of apprehension and build up a strategy to concentrate
on them.
 To control suitable activities to recover the school's literacy program. To reflect
approving new instructional plans to increase learners' literacy performance.
 To plan measurements to screen the achievement of the proceedings.
 To execute the proceedings in the classroom. To remain monitoring the
outcomes of these activities.

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My Conclusions about Assessment
I believe that contributing in significant and focused literacy doings on a
consistent foundation we, the teachers, can create positive results on the whole
assessment structure. Also, I consider that casual supervising of learner
achievement on detailed performing assignments can provide data on student
literacy achievement. Teachers can use their supervising structure of learner
involvement in the literacy center. In adjunct, I believe that teacher reflection of
center performances can deliver important evidence about learner individuality
and supportive abilities.

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References
Calhoun, E. F. (1994). How to use action research in the self-renewing
school. Alexandria, VA: Association for Supervision and Curriculum
Development.
Herman, J.L., Aschbacher, P.R., & Winters, L. (1992). A practical guide to
alternative assessment. Alexandria, VA: Association for Supervision and
Curriculum Development. Available online:
http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7sele2.htm
International Reading Association & National Association for the Education of
Young Children. (1998). Learning to read and write: Developmentally
appropriate practices for young children [Online]. Available:
http://www.corestandards.org/wp-content/uploads/ELA_Standards.pdf
Richards, C.E. (1988, March). Indicators and three types of educational
monitoring systems: Implications for design. Phi Delta Kappan, 69(7), 495-499.
Stiggins, R. J., and Conklin, N. F. (1992).
In teachers' hands: Investigating the practices of classroom assessment. Albany,
NY: State University of New York Press.